|How Ministers Understand and Address Emotional and Sexual Pressures in Ministry Work|
Genise Aria Reid
Uploaded by: Pocket Masters
Pockets: 2012 (February) Teachers College Columbia University Ed.D. Dissertations, Gottesman Libraries Archive, Historical Dissertations
Tags: adult education, adult learning, strategic learning, workplace pressures
Description/Abstract: This study explored the perceptions of ministers in regard to how they understand and address emotional and sexual pressures encountered in ministry work. The research was guided by four questions: How do practicing ministers in the Church of Antioch describe and understand pressures in their work settings that they see as emotional or sexual in nature? How do these ministers describe the ways in which they respond to such pressures? What kinds of prior learning do they see as informing the way in which they respond to these pressures? What additional resources, if any, do
ministers say they draw upon when faced with pressures in their work settings that they see as emotional or sexual? A stratified purposive sample of nine Christian ministers participated.
Qualitative data collection involved a series of three interviews which was conducted with each of the nine participants. Six major findings emerged which highlighted the following: 1) The participants’ stated experiences of being “called by God”; 2) Participants’ awareness of the ministerial role; 3) Participants’ experiences of pressure to be successful in their work; 4) Participants’ use of formal and informal educational resources; 5) Participants’ strategies for responding to pressures; and 6) Participants’
understandings of emotional pressure and sexual pressure.
The following conclusions were drawn from the findings: 1) Emotional and
sexual pressures are described and understood by participants in multiple ways; 2)
Participants report that they utilize a cluster of what might be understood as spiritual,
physical, and cognitive measures when they respond to emotional and sexual pressures
in ministry; 3) While participants recommend formal learning as a means of responding
to emotional and sexual pressures, what they report about their praxis indicates a
preference for informal learning; and 4) When faced with emotional or sexual
pressures, participants in this study report using rational and non-rational resources in
order to respond to those pressures. Lastly, recommendations were made for
ministerial education, practice, and future research.